mmercial  Subjects 


IN 


Part-Time  or 
Continuation  Schools 


F.  A.  WILKES 
GEORGE  M.  YORK 
OAKLEY  FURNEY 


THE  ORGANIZATION  AND  TEACHING  OF 

COMMERCIAL  SUBJECTS  IN  A  PART-TIME 

OR  CONTINUATION  SCHOOL 


F.  A.  WVILKES 

Specialist  in  Comflfercial  Education 
New  York  State  Educational  Department 

GEORGE  M.  YORK 

Professor  of  Commercial  Education 
New  York  State  College  for  Teachers 

OAKLEY  FURNEY 

Specialist  in  Part-Time  Education 
New  York  State  Education  Department 


Published  By 

C.  F.  Williams  &  Son,  Inc. 
Albany,  N.  Y. 


CREDIT 

In  the  preparation  of  this  monograph  the  authors  desire  to  acknowledge 
their  indebtedness  to  all  who  contributed  and  especially  express  their 
appreciation  for  the  material,  suggestions  and  assistance  given  by 
the  following: 

Miss  Lillian  C.  Cook,  Instructor  in  Commercial  Branches,  Schenectady 
Part-Time  School,  Schenectady,  N.  Y. 

Miss  Grace  A.  Wooster  and  Mr.  W.  Harrison  Smith,  Instructors  in  Com- 
mercial Branches,  Albany  Part-Time  School,  Albany,  N.  Y. 

Miss  Florence  M.  Alt,  Instructor  in  Commercial  Branches,  Syracuse  Part- 
Time  School,  Syracuse,  N.  Y. 

Mr.   Emerson   Sheehy,    Student    in    the    Evening    Commercial   Teacher 
Training  Class,  Albany,  N.  Y. 


Copyright,  1922 
FRED  A.  WILLIAMS 


TABLE  OF  CONTENTS 

1.  The  Problem 

2.  Determination  of  Occupational  Courses 

3.  Objectives  of  Commercial  Courses  in  Part-time  Schools 

4.  The  Commercial  Occupations  Survey 

5.  Organization  of  Commercial  Courses  of  Study 

6.  A  Type  Commercial  Occupations  Survey 

7.  Suggestive  Courses  of  Study 

8.  Equipment  and  Methods  for  Teaching  Commercial  Subjects 

9.  Retail  Selling 
10.  Bibliography 


C 


THE  ORGANIZATION1  O£*CQtfkSES>OF  STUDY  AND  THE  TEACHING 

OF  COMMERCIAL  SUBJECTS  IN  A  PART-TIME 

OR  CONTINUATION  SCHOOL 

I.     THE  PROBLEM 

,. — • 

Compulsory  part-time  schools  for  employed  children  are  justified  on  tfrree 
grounds  (1)  social  (2)  economic  and  (3)  educational.  The  social  justifica- 
tion originates  in  the  doctrine  that  all  citizens  in  a  democracy  must  be  voca- 
^tionally  and  physically  fit.  The  economic  need  and  justification  is  to  be 
found  in  the  increasing  demand  for  efficient  workers,  in  the  impossibility  of 
reaching  in  any  other  way  the  vast  group  of  young  people  who  leave  the 
regular  schools  without  any  occupational  training,  in  the  economic  loss  re- 
sulting from  the  failure  of  untrained  persons  to  obtain  and  retain  suitable 
employment,  and  in  the  need  for  promotional  and  general  training  for  the 
young  employees  in  stores,  shops  and  factories.  The  educational  need, 
significance  and  justification  is  an  outgrowth  of  the  conclusion  that  instruc- 
tion adapted  to  dominant  occupational  interests  is  more  effective  than  any 
other  type,  that  the  part-time  school  offers  the  only  solution  for  providing 
means  of  education  for  employed  youths,  and  that  school  may  be  of  the  most 
value  to  the  majority  of  children  who  leave  to  go  to  work  since  for  such  its 
value  may  be  restored  on  a  part-time  basis.  (See  University  of  California, 
-^General  Vocational  Education  Series,  Bulletin  No.  1.) 

Teachers  in  cities,  villages  and  school  districts  of  at  least  twenty  states  are 
now  working  out  a  program  of  training  which  will  accomplish  the  aims  and 
purposes  of  the  part-time  school.  In  the  organization  of  courses  of  study 
and  the  selection  of  instructional  material  certain  fundamental  theses  are 
commonly  adhered  to.  These  are : 

1  The  children  returning  to  part-time  schools  are  wage  earners  in  the 
vast  majority  of  instances  and  are  therefore  more  interested  in  instruction 
of  an  occupational  character  than  in  instruction  of  an  academic  nature. 

2  The  period  between  14  and  16  years  in  the  young  wage  earner's  life  is 
one  requiring  guidance,  counseling  and  experience  that  will  function  in  an 
intelligent  selection  of  an  occupation. 

3  Vocational  experiences  offered  in  specific  occupations  or  groups  of  oc- 
cupations within  the  part-time  schools  afford  a  most  effective  opportunity 
for  vocational  guidance. 

^  4  Vocational  activities  well  organized  and  taught  in  part-time  classes 
will  equip  the  pupils  with  a  certain  amount  of  skill  in  basic  jobs,  or  kinds  of 
work,  and  also  a  knowledge  of  fundamental  related  information. 

5  Notwithstanding  time  limitations,  valuable  instruction  may  be  given 
in  fundamental  type  jobs  or  kinds  of  work  distinctly  of  (a)  an  occupational 
preparatory  character  or  (b)  an  occupational  extension  character. 

6  A  study  and  analysis  of  the  occupations  of  the  part-time  school  group 
and  the  occupations  of  the  adult  employed  group  in  the  community  is  abso- 
lutely essential  and  should  be  made  before  any  permanent  school  organiza- 
tion is  effected  or  instruction  organized.       (See  Industrial  Subjects  in  a 
Part-time  or  Continuation  School,  Robert  H.  Rodgers  and  Oakley  Furney.) 

2.     DETERMINATION  OF  OCCUPATIONAL  COURSES 

It  is  commonly  agreed  that  the  courses  in  part-time  schools  should  be  or- 


ganized  along  occupational  lines.  The  determination  of  what  the  import- 
ant occupational  lines  in  which  employed  adults  are  engaged  may  be  made 
in  part  from  a  study  of  the  United  States  Census  figures.  The  important 
occupational  lines  in  which  part-time  students  are  engaged  may  be  learned 
by  making  an  occupational  study  of  the  group  enrolled  in  a  part-time  school. 
The  distribution  of  males  and  females  10  years  of  age  and  over  engaged  in 
gainful  occupations  in  the  State  of  New  York  in  1920  is  indicated  by  the  fol- 
lowing table.  This  information  can  be  obtained  for  any  city,  and  conse- 
quently in  planning  courses  an  exact  basis  for  the  introduction  of  certain 
types  of  work  can  be  had.  The  occupations  listed  in  the  table  which  are 
commonly  considered  as  commercial  occupations  have  been  italicized. 
The  importance  of  the  commercial  group  is  thus  clearly  indicated,  and  infer- 
ence may  be  drawn  as  to  the  occupational  courses  which  should  be  offered. 

PRINCIPAL  OCCUPATIONS,  NEW  YORK  STATE,   1920  AND  19 10 


Occupation 


All  occupations 

Actors  and  snowmen 

Agents,  canvassers,  and  col- 
lectors   

Artists,  sculptors,  and  teach- 
ers of  art 

Bakers 

Bankers,  brokers,  and  money 
lenders 

Barbers,  hairdressers,  and 
manicurists 

Blacksmiths,  forgemen,  and 
hammermen 

Bookkeepers,  cashiers,  and 
accountants 

Brick  and  stone  masons .... 

Carpenters 

Chauffeurs 

Civil  engineers  and  surveyors 

Clergymen 

Clerks,  except  clerks  in  stores 

Clerks  in  stores  (a) 

Commercial  travelers 

Compositors,  linotypers,  and 
typesetters 

Dairy  farmers 

Deliverymen 

Designers,  draftsmen  and 
inventors 

Draymen,  teamsters,  and 
expressmen 

Dressmakers  and  seamstres- 
ses, not  in  factories .  . 


Mai 

e 

Fern; 

lie 

1920 

1910 

1920 

1910 

3,367,907 
8,180 

3,020,158 
7,367 

1,135,246 
5,635 

983,686 
4,432 

22,205 

12,504 

2,242 

983 

6,248 
20,507 

5,045 
18,370 

3,843 
516 

2,827 
667 

20,894 

14,578 

399 

325 

23,890 
17,749 

61,239 
19,676 
92,300 
70,505 
8,842 
10,303 
190,228 
36,995 
18,543 

25,002 
22,115 

50,586 
28,300 
93,544 
13,150 
7,499 
9,691 
119,578 
48,749 
20,086 

5,080 

5,049 

5 

33,603 
6 
3 
9 

60,424 

4 
338 

64 
95,208 
21,050 
271 

33 
27,191 
16,757 
320 

27,894 
32,943 
20,071 

22,903 
18,242 
34,818 

1,305 
908 

5 

1,426 
597 
21 

11,781 

9,364 

3,161 

1,326 

45,972 

60,847 

87 

9 

167 

1,089 

37,849 

68,082 

Occupation 

Male                                Female 

1920 

1910        |       1920            1910 

Electricians  and  electrical 
engineers 

37,078 
29,687 
130,939 

87,085 
20,226 
33,186 
10,054 

17,804 
4,508 
18,580 
17,599 

50,521 

15,751 
26,756 

1,016 
18,129 
37,526 

112,132 

27,933 
51,179 

19,683 
3,819 
1,658 
12,817 
13,344 
7,756 

41,395 
15,972 

33,382 
16,621 

25,195 
28,468 
159,330 

144,535 
13,702 
20,574 
10,363 

12,903 
3,868 
13,516 
13,715 

88,559 

15,322 
31,236 

1,200 
17,138 
18,545 

66,360 

14,624 
53,043 

24,961 
3,886 
1,696 
14,366 
12,415 
4,729 

46,626 
14,954 

30,730 
13,973 

11 
4,693 
1,720 

7,060 
462 

35 
23,799 
686 
10,460 

789 

1,198 
414 

20,574 
344 
223 

1 

1,151 
1,698 

1,993 
20,811 
15,090 
1 
9,547 
696 

4 
924 

2 
41 

16 
3 
6,187 

4,444 

Engineers,  stationary  
Farmers,  general  farms  
Farm  laborers  (home  farm 
or  working  out)  

Firemen,  except  locomotive 
and  fire  department.  .  .  . 
Foremen  and  overseers, 
manufacturing 

5,095 
439 

10 
20,648 
327 
10,988 

1,256 

859 
243 

32,465 
133 

7 

6 

359 
1,125 

3,128 
19,701 
19,539 
15 
10,814 
521 

112 
1,042 

Gardeners,  florists,  fruit 
growers  and  nurserymen 
Guards,  watchmen,  and 
doorkeepers               .... 

Housekeepers  and  stewards  . 
Insurance  agents  and  officials 
Janitors  and  sextons  

Laborers,  building,  general,  . 
and  not  specified  

Laborers,  porters,  and  help- 
ers in  stores  

Laborers,  steam  railroad.  .  .  . 
Launderers  and  laundresses, 
not  in  laundries    .  . 

Lawyers,  judges  and  justices 
Longshoremenandstevedores 
Machinists,  millwrights,  and 
toolmakers  

Managers  and  superintend- 
ents, manufacturing.  .  .  . 
Manufacturers  and  officials  . 
Messengers,  bundle,  and  office 
boys  and  girls  
Midwives  and  nurses  (not 
trained)  

Milliners  and  millinery 
dealers. 

Molders,  founders,  and  cast- 
ers, metal 

Musicians  and  teachers  of 
music  

Officials  and  inspectors, 
state  and  U.  S  

Painters,  glaziers,  and  var- 
nishers,  building  
Physicians  and  surgeons.  .  .  . 
Plumbers  and,  gas  and  steam 
fitters. 

Policemen  . 

Occupation 

Male 

Female 

1920 

1910 

1920        |     1910 

Porters,  except  in  stores.  .  .  . 
Real  estate  agents  and  officials 
Restaurant,  cafe,  and  lunch- 
room keepers  
Retail  dealers 

21,307 
17,276 

11,309 
179,614 
125,564 

10,048 
8,416 
10,894 
5,519 
21,040 

48,946 
69,869 

12,102 
21,177 
9,823 
55,121 
10,558 
1,863 
1,020 

19,446 

15,825 
16,915 

7,700 
168,425 
98,762 

14,334 
(b) 
9,385 
(b) 
12,490 

(b) 
63,395 

12,202 
9,367 
9,241 
57,732 
10,162 
1,605 
985 

10,608 

6 
940 

1,606 
11,689 
44,273 

9,036 
14,828 
8,991 
17,919 
8,734 

17,089 
151,456 

5 

103,721 
7,611 
63,637 
29,004 
21,915 

158 

10 
514 

1,066 
11,726 
41,287 

11,786 

(b) 
8,722 

(b) 
5,460 

(b) 
198,970 

182 

49,281 
11,254 
50,793 
12,154 

12,877 

261 

Salesmen  and  saleswomen  .  .  . 
Semiskilled  operatives,  cigar 
and  tobacco  factories  .  . 
Semiskilled  operatives,  knit- 
ting mills.  .       .  .        ... 

Semiskilled  operatives,  print- 
ing and  publishing  
Semiskilled  operatives,  shirt, 
collar,  and  cuff  factories 
Semiskilled  operatives,  shoe 
factories  

Semiskilled  operatives,  suit, 
coat,  cloak,  and  overall 
factories 

Servants  and  waiters  

Shoemakers  and  cobblers,  not 
in  factories  

Soldiers,  sailors,  and  marines 
Stenographers  andtypewriters 
Tailors  and  tailoresses.      .    . 

Teachers,  school. 

Telephone  operators    .      ... 

Trained  nurses. 

Wholesale  dealers,  importers 
and  exporters  

(a)  Probably  includes  some  salesmen  and  saleswomen  incorrectly  reported 

as  clerks. 

(b)  Comparable  statistics  for  1910  not  available. 


Occupations  of  Employed  Minors  of 
Part-time  School  Age 

A  study  of  the  commercial  occupations  in  which  14,  15  and  16  year  old 
part-time  children  are  engaged  shows  clearly  that  these  youths  are  engaged 
in  what  may  be  generally  denominated  as  non-permanent  or  juvenile  occu- 
pations which  as  a  group  have  the  following  characteristics:  (1)  a  large  part 
are  of  the  junior  commercial  occupations  variety  such  as  messenger  and  er- 
rand boy,  junior  sales  clerk,  bundle  wrapper,  shipping  clerk,  delivery  clerk 
and  telephone  operator,  (2)  a  considerable  number  of  girls  are  serving  as 
helpers  in  homemaking  occupations. 

The  following  classification  of  the  occupations  of  all  14,  15,  and  16  year 
old  part-time  school  children  in  Gloversville,  and  of  the  14  and  15  year  old 
groups  employed  in  commercial  occupations  in  Albany  and  Buffalo  shows 
reasons  for  the  drawing  of  such  conclusions. 

Gloversville  Continuation  School 

Occupational  Distribution  of  All  14,  15, 

and  16  Year  Old  Children,  December,  1921 

Boys  Girls 

Messenger  and  errand  boys 14 

Driver 1 

Sales  clerks * 6  15 

Odd  jobs  in  department  store 1 

Milk  delivery 5 

Shopwork,  cleaning 1 

Shipping  clerks  and  helpers 2  1 

General  work,  box  factory 1 

Office  work 1 

Candy  maker's  helper 1 

Telephone  operators 3 

Box  factory,  helper 1 

Tending  children 2 

Pasting 3 

Truckman's  helper 4 

Printer's  apprentice 5 

Road  work 1 

Stock  clerk 1 

Carpentry 1 

Braiding  baskets 1 

Farm  hands 2 

Waiters |gH  1 

Pool  room  attendant 1 

Lineman,  electric 1 

Florists  apprentice 1 

Housework.  13 


Boys 

Leather  and  glove  manufacturing 

Tacker 2 

Skin  mill  hand 3 

Glove  cutter's  apprentice 4 

Buttoner 11 

Odd  jobs 1                               8 

Putting  in  linings 2 

Layer  off 2 

Inspector 1                               4 

Polisher 2 

Assistant  to  foreman .  . 1 

Boarding,  finish 1 

Boxing 1 

Putting  out 1 

Trimming  tranks 1                                2 

Punching 1 

Making 6 

End  pulling 9 

Putting  in  fittings 3 

General  work  in  sporting  goods 4 

Inspecting  infants'  shoes 1 

Making  pocketbooks 1 

Inlaying  pocketbooks 1 

Coloring  leather,  helper 1 

Silk  manufacturing 

Mill  hand 1 

Weaver's  apprentice 1 

Knitting  hosiery 1 

Knitting  gloves 1 

Looping  hosiery 2 

Wool  manufacturing 

Assistant  to  foreman,  knitting  mill 1 

Machine  operator 1 

Mill  hand 2 

Carder.  .  1 


Total  employed 93  83 

Not  employed 8  1 

Totals.  .  .101  84 


10 

Distribution  of  Albany  Commercial  Part-Time  Students 

• 

in  Present  Positions 

Names  of  Positions  Number  Totals 

Office  Group 

1  Messengers  and  general  office  clerks 88 

2  Shipping  clerks 6 

3  Delivery  boys 23 

4  General  office  stenographers 2 

5  Newsboys 5 

6  Bell  boys 3 

7  Switchboard  operator 1  128 

Store  Group 

1  Sales  persons 13 

2  Bundle  wrappers  and  inspectors 9 

All  Others 

1  Domestic  group 17 

2  Industrial  group 112 

3  Unclassified 37 

316 
Data  collected  January  1921,  covering  14  and  15  year  old  groups. 


Distribution  of  Buffalo  Commercial  Part-Time  School  Students  in  Present 
Commercial  Positions  in  Terms  of  Age  and  Sex 

Boys  Girls  Total 

of  ages  of  ages 

14       15  16  14  15  16 
Office  Group 

1  Messengers 2       49  26  0  11  1  89 

2  General  office  clerks 0       19  5  0  11  66  41 

3  Entry  clerks 0         1  2  0  0  3  6 

4  Order  clerks 0220026 

5  Store  cashiers 0         0  0  0  2  3  5 

6  Shipping  clerks 0         6  3  0  0  1  10 

7  Delivery  boys 0       23  10  0  0  0  33 

8  General  office  stenographers.           0         0  0  0  3  4  7 

9  Typists 0         0  0  "0  2  3  5 

10  Filing  clerks 0000347 

11  Mail  clerks 0         9         3         0         4         3       19 

12  Miscellaneous 0         8         3         0         9         3       23 


Total.,  2     117       54         0       45       33     251 


11 

Boys  Girls  Total 

of  ages  of  ages 

14       15  16       14       15       16 
Store  Group 

1  Salespersons 0       10         5         0       17         8       40 

2  Bundle  wrappers  and  inspectors       0         3         2         0       16       10       31 

3  Stock  girls 0         7         5         0       14         7       33 

4  Stock  markers 0         1         0         0         2         1         4 

Total 0       21  12         0       49       26     108 

(Data  collected  May,  1921,  covering  14  and  15  age  groups). 


Courses  of  Study 

To  meet  the  needs  of  all  the  children  in  the  part-time  school  the  courses 
of  study  in  general  have  been  of  four  types : 

1  Commercial 

2  Industrial 

3  Homemaking 

4  Others,  such  as  General  Continuation,  Academic,  etc. 

This  study  is  concerned  with  the  organization  of  courses  of  study  and  the 
teaching  of  commercial  subjects. 


3.     Objectives  of  Commercial  Courses  in  Part-Time  Schools 

The  objectives  of  the  commercial  work  in  part-time  schools  are  con- 
cluded to  be  as  follows: 

1  Vocational  guidance.       The  commercial  work  in  which  most  of  these 
youths  are  engaged  is  of  the  junior  commercial  occupations  type.       The 
opportunities  for  promotion  and  advancement  in  various^  commercial  fields 
should  be  taught.       Such  teaching  should  find  its  motivation  through  the 
study  of  the  junior  commercial  occupations. 

2  Vocational  testing.       The  powers  and  capacities  of  children  to  preform 
certain  types  of  commercial  work  should  be  carefully  tested,  checked  and 
evaluated. 

3  Vocational  improvement.      The  training  given  in  certain  of  the  commer- 
cial courses  should  be  planned  to  definitely  improve  the  quality  of  the  work 
done  by  those  engaged  in  the  junior  commercial  occuaptions. 

4  Vocational  training.       The  training  given  in  some  commercial  courses 
should  be  definitely  of  an  occupational  training  character,  that  is,  training 
which  will  prepare  for  entrance  to  specific  commercial  occupations. 

5  Vocational  extension  training.      Some  courses  should  be  definitely  exten- 
sion courses  for  the  purpose  of  improving  the  work  of  those  engaged  in 
permanent  senior  commercial  occupations. 


How  Objectives  May  be  Realized 

If  part-time  boys  and  girls  are  to  be  given  vocational  (commercial  instruc- 
tional) guidance,  vocational  testing,  vocational  improvement,  vocational 
training  and  vocational  extension  work  such  instruction  must  be  based  upon 
a  study  and  analysis  of  the  occupations  and  jobs  in  which  commercial 


12 

workers  are  employed. 

The  following  is  a  list  of  the  type  organizations  in  which  commercial 
workers  are  employed: 

1  Retail  stores  (office  and  merchandising  positions  should  be  consisered 
separately) 

a  department 
b  chain 
c  specialty 

2  Wholesale,  Commission,  Jobbing 

3  Factory 

a  main  office  positions 
b  factory  office  positions 

4  Hotel 

5  Transportation 

6  Public  Utilities 

a  heat,  light,  power 
b  telephone 

7  Banking 

a  commercial 

b  savings 

c  trust  companies 

8  Insurance 

9  Government 

a  federal 
b  state 
c  county 
d  city 

10  Professions 

a  office  positions 


4.     The  Commercial  Occupations  Survey 

In  the  making  of  studies  and  analyses  of  organizations,  occupations  and 
jobs  in  which  commercial  workers  are  employed  the  following  procedure  is 
followed : 
1     The  head  of  the  organization  to  be  surveyed  should  be  first  interviewed. 

An  interview  should  be  arranged  with  the  head  of  the  organization  which 
is  to  be  surveyed.  His  interest  and  cooperation  should  be  enlisted  and 
his  counsel  secured.  In  advance  of  such  an  interview  definite  questions 
should  be  formulated  and  these  brought  up  in  the  interview.  A  suggestive 
form  has  been  prepared  for  this  and  other  purposes  by  the  Division  of 
Vocational  and  Extension  Education  of  the  New  York  State  Education 
Department.  This  form  follows.  It  is  more  effective  to  interrogate 
the  executive  during  the  course  of  the  interview  relative  to  the  information 
desired  than  to  leave  the  form  with  him  to  be  filled  out  and  submitted 
later. 

In  the  interview  the  executive  should  be  informed  concerning  the  purpose 
and  method  of  the  survey  and  his  consent  obtained  to  make  an  occupational 
analysis  of  the  positions  rilled  by  the  commercial  workers  in  his  organization. 


13 

Public  Schools  of 

The  Part-time  School 

,  Director 

FOLLOW-UP  OF  COMMERCIAL  ESTABLISHMENTS 

Date .  . 


Name  of  establishment 

Business  in  which  engaged .' 

Name  and  title  of  person  furnishing  information 

Confidential  Data 

1  Total  number  of  employees  engaged :    (a)  Male (6)  Female 

2  Of  this  number,  how  many  are  of  part-time  school  age?  (a)  Male 

(b)  Female 

3  Have  you  established  a  definite  order  of  promotion  among  your  commer- 

cial positions  from  lower  to  higher,  so  that  a  person  beginning  in  your 
employ  in  a  subordinate  position  can  know  the  line  of  promotion  ahead 
of  him?  (Answer  yes  or  no) 

4  Does  your  concern  maintain  a  school  of  instruction  or  supervise  the 

education  of  its  younger  employees?    (Answer  yes  or  no) 

5  Does  your  concern  attempt  to  keep  in  touch  with  part-time  and  evening 

schools  which  employees  attend  to  advise  with  and  learn  of  employees' 
progress?  (Answer  yes  or  no) 

6  Is  promotion  open  to  those  who  satisfactorily  complete  instruction  in 

part-time  or  evening  schools?     (Answer  yes  or  no) 

7  Is  it  important  that  messengers  and  junior  helpers  about  an  office  be 

trained  to  operate  a  typewriter?     (Answer  yes  or  no) 

8  Do  you  believe  that  the  part-time  school  should  provide  special  instruc- 

tion in  the  use  of  office  appliances,  such  as  adding  and  calculating 
machines,  bookkeeping  and  billing  machines,  filing  and  indexing 
devices,  addressing  machines,  duplicating  machines,  etc?  (Answer 

yes  or  no) If  so,  what  office  appliances  should  receive 

special  consideration? 

9  Indicate  briefly  in  what  ways,  if  any,  boys  and  girls  in  the  following  posi- 

tions are  usually  deficient  as  to  (a)  general  education  and  (b)  business 
education : 


14 


Positionsl 

Minimum  Age  And 
Experience  Required 

General 
Education 

Business 
Education 

Range  Of 
Salaries  Paid 

1  Messenger 

2  General  office  clerk 

3  Store  cashier 

4  Timekeeper 

5  Shipping  clerk 

6  Receiving  clerk 

7  Stock  clerk 

8  Switchboard  operator 

9  File  clerk 

10  Mail  clerk 

11  Bundle  wrapper 

12  Delivery  auto  or  wag- 

on driver 

13  Typist 

14  Stenographer 
15  Dictaphone  operator 

16  Bookkeeper 
17  Entry  clerk 

18  Ledger  clerk 

19  Cost  clerk 

20  Billing  clerk 

21  Sales  clerk  (.-  etail 

Store) 

22  Bookkeeping  machine 

operator 

23  Calculating    machine 

operator 

24  Duplicating    machine 

operator 

25  Addressing     machine 

operator 

26 

27 

28 

29 

30 

lUse  blank  spaces  for  positions  not  listed. 

2The  term  "General  education"  includes  the  common  branches  or  fundamen- 
tal subjects,  as  arithmetic,  penmanship,  reading,  spelling,  oral  and  written  English. 

3The  term  "Business  education"  includes  business  subjects  as  bookkeeping, 
shorthand,  typewriting,  salesmanship,  commercial  law,  commercial  geography. 


15 

10     Indicate  what  general  and  business  subjects  you  think  should  be  taught. 
a  Part-time  school 

b  All-day  school  (high) 

c  Evening  school 


1 1     Method  of  obtaining  employees  (check  on  list  given  below) 
a  Newspaper  advertisements 
b  Employment  agencies 
c  Applying  to  public  schools 
d  Applying  to  private  business  schools 
e  Applying  to  other  private  schools 


(Signed) 


2  The  organization  chart.      An  organization  cgart  of  the  concern  should 
be  made  in  which  the  sector  of  positions  which  are  or  may  be  filled  by  the 
commercial    students    in    the  part-time  school  is  definitely  shown  and  the 
possible  lines  of  promotion  carefully  indicated. 

3  The  occupational  analysis.       An  occupational  analysis  should  then  be 
made  of  the  typical  jobs  which  the  organization  chart  shows  that  studies 
should  be  made  of  for  the  purpose  of  realizing  the  objectives  of  part-time 
instruction. 

Below  is  given  a  summary  of  an  analysis  of  a  typical  job  held  by  minors 
employed  in  retail  stores,  that  of  an  office  assistant  in  a  retail  store. 

ANALYSIS  OF  THE  TOB  OF  OFFICE  ASSISTANT  IN  A  RETAIL 

STORE 

1     General  facts  concerning  the  job 
a  place:  general  office 
b  length  of  learning  period :  4  to  6  weeks 
c  usual  length  of  service :  2  to  3  years 
d  special  health  risks:  comparatively  none 
e  entrance  requirements  (not  standardized) 

1  age:  15  or  older 

2  sex:  either,  preferably  female 

3  skill:  no  special  skill 

4  physical  and  personal:  normal  strength,  good  eyesight,  nimble 
fingers,  carefullness,  concentration,  adaptibility,  patience,  will- 
ingness to  co-operate  and  also  to  learn 

/  education:  8th  grade  or  higher 


16  . 

II     Duties 

a  principal 

1  follow  rules  and  regulations  as  to  time  of  arrival,  dress,  dis- 
position of  parcels,   relief  time,  shopping  time,   lunch    hour 
(Required  to  report  one-half  hour  before  general  staff  and 
allowed  to  go  home  one-half  hour  earlier.) 

2  dust  desks 

3  distribute  sales  books  according  to  department  and  clerk,  put- 
ting them  in  designated  place  on  counter,  show  cases  or  shelf 
and  collect  sales  books  used  on  previous  day,  placing  them  in 
proper  order  in  box :  bring  them  back  to  general  office 

4  get  charges,  C.  O.  Ds.  and  refunds  from  main  office,  also  spiked 
sales  slips  in  cashier's  box  left  over  from  previous  day 

5  sort  charges  alphabetically 

6  take  sales  books  out  of  box  and  arrange  them  in  proper  order 
on  table,  opened  at  correct  date 

7  check  charges  with  duplicate  in  sales  books 

8  if  charges  and  books  agree,  turn  charges  over  to   billing  clerk, 
if  not,  report  error  to  office  manager  for  adjustment 

9  file  any  sales  slips  left  over  from  previous  day 

10  take  from  filing  compartments  sales  slips  of  each  clerk,  add 
each  slip  separately,  setting  down  on  clerk  sheet  under  clerk's 
number  total  amount  of  her  respective  sales 

11  add  up  index  cards  in  back  of  each  sales  book  to  ascertain  if 
they  agree  with  amount  of  clerk's  sales  slips,  report  any  error 
on  index  cards 

12  replace  index  cards  in  back  of  each  sales  book,  being  careful 
to  put  in  right  book,  if  cards  are  filled  insert  new  cards,  filing 
used  cards;  pack  books  in  box  in  proper  order  for  distribution 
.on  the  following  morning 

13  add  sales  slips  up  according  to  department  and  place  total 
amount  of  sales  for  each  department  under  correct  department 
heading  on  department  sheet 

14  add  entire  number  of  clerks'  sales  and  entire  number  of  depart- 
ment sales  on  their  respective  sheets,  making  the  totals  balance 

15  add  C.  O.  Ds  to  total  of  each  sheet,  place  amount  of  refunds  on 
each  sheet 

16  report  the  amount  (same  for  each  sheet)  at  the  main  office  to 
ascertain  whether  it  agrees  with  amount  of  cash  taken  in,  if 
not  find  error  and  correct  it 

17  tie  up  sales  slips  according  to  department  and  file;  file  refunds 
and  C.  O.  Ds.,  also  charges  after  they  are  billed 

18  enter  amount  of  each  clerk's  sales  in  clerk  book  and  amount  of 
department  sales  in  department  book 

19  go  to  cashier  about  once  every  hour  to  obtain  present  day  sales 
slips  and  file  according  to  clerk 

20  answer  the  telephone 

21  relieve  cashier 

22  go  to  different  department  heads  with  mail  for  signature 

23  get  orders  and  enclosures  to  be  put  with  letters 

24  put  up  mail 
b  occasional 

1  attend  cash  register  any  part  of  the  store  during  sales  or  holi- 
days 


17 

2  assist  in  taking  monthly  statements  off  books 

3  get  stationery  from  stock 

4  compare  bills  with  billing  clerk 
III|[  Knowledge  required 

a  regular  duties 

1  store  rules,  organization,  officials 

2  different  departments,  their  heads,  clerks 

3  order  in  which  departments  come  in  order  to  faciliate  distri- 
bution of  sales  books 

4  learn  the  letters  used  to  represent  each  department  and  clerks' 
numbers 

5  proper  manner  of  checking  charges  and  marking  books 

6  importance  of  correctly  sorting  charges 

7  importance  of  filing  sales  slips  correctly,  according  to  depart- 
ment and  clerk  number 

8  how  to  add  quickly  and  correctly  (use  of  adding  machine  and 
comptometer) 

9  importance  of  putting  proper  card  (index)  in  sales  book 

10  how  to  make  out  clerk  and  department  sheets,  also  to  balance 
them 

11  importance  of  keeping  each  clerk's  sales  slips  separate 

12  how  to  file  charges,  sales,  refunds,  C.  O.  Ds. 

13  how  to  take  care  of  clerk  and  department  books 

14  different    processes    through    which    sales,    charges,    refunds, 
C.  O.  Ds.  pass,  and  how  to  follow  them  in  case  of  error 

15  to  whom  to  report  errors 

16  how  to  answer  the  telephone 

17  where  and  how  to  locate  officials 

18  how  to  take  cars  off  system,  make  change  accurately,  spiking 
the  sales  slips,  how  to  send  out  cars 

19  different  pockets  for  various  denominations  of  money 

20  how  to  tell  counterfeit  money 

21  to  whom  to  go  for  mail,  heads  of  departments  etc. 

22  where  to  get  enclosures  for  mail 

23  how  to  put  up  mail  (parcels  post  regulations) 
b  occasional  duties 

1  how  to  operate  a  cash  register 

2  how  to  take  monthly  balances  off  books  for  statements 

3  where  to  find  stationery  in  stock 

4  how  to  compare  bills 
c  related  knowledge 

1  trade  terms 

2  how  to  trace  lost  slips  and  charges  from  clerk  to  ledger 

3  why  she  does  as  she  does 

4  how  to  read  correctly  and  understand  sales,  charges,  C.  O.  Ds. 
and  refunds 

5  names  and  addresses  of  charge  customers  and  their  credit 
IV     Promotional  outlets 

a  billing  clerk 

b  cashier 

c  clerk  of  charge  accounts 

d  assistant  bookkeeper 


18 
5.  ORGANIZATION   OF   COMMERCIAL   COURSES   OF   STUDY 

Having  set  up  the  objectives  for  part-time  commercial  courses  and 
determined  the  source  of  instructional  material  for  the  setting  up  of  courses 
of  study  the  next  step  is  to  organize  such  courses. 

For  convenience  in  organizing  courses  of  study  all  commercial  occupa- 
tions of  junior  grade  may  be  classified  in  two  major  groups: 

1  office  positions 

2  store  positions 

In  the  office  group  is  included  such  positions  as: 

1  messenger 

2  general  clerk 

3  shipping  clerk 

4  receiving  clerk 

5  stock  clerk 

6  file  clerk 

7  mail  clerk 

8  typist 

9  billing  clerk 

10  entry  clerk 

11  store  cashier 

In  the  store  group  is  included  such  positions  as: 

1  sales  person 

2  bundle  wrapper  or  inspector 

3  stock  clerk 

4  stock  marker 
/                    5  messenger 

/  At  least  two  distinct  commercial  courses  should  be  provided  in  the  part- 
/  time  school  (a)  office  training  and  (b)  store  training,  in  order  that  the 
desire  and  fitness  of  the  student  to  enter  the  office  work  field,  or  the  mer- 
chandising or  store  end  of  commercial  work,  may  be  determined.  These 
two  major  courses  may  be  differentiated  into  as  many  separate  occupational 
courses  as  there  are  occupational  class  units.  But  for  the  purpose  of  attain- 
ing the  objectives  set  up  not  less  than  the  two  mentioned  courses 
must  be  provided  if  in  the  community  and  in  the  school  are  found  persons 
representing  these  two  major  occupational  groups. 

The  next  step  is  to  work  out  the  teaching  content  of  the  courses  to  be 
provided.  The  various  occupational  analyses  and  job  analyses  will  show 
what  should  be  taught  in  office  training  and  store  training  courses,  or  any 
of  the  differentiated  courses  into  which  these  two  major  groups  may  be 
divided. 

The  teaching  content  of  the  courses  should  be  organized  in  terms  of 
unit  lessons  and  the  unit  lessons  put  over  by  the  teacher  in  one  or  all  of 
three  ways 

a  class  instruction 
b  group  instruction 
c  individual  instruction 

The  unit  instruction  sheet  should  be  used  as  a  supplementary  teaching 
device. 


19 

6.     A  TYPE  COMMERCIAL  OCCUPATIONS  SURVEY 

For  the  purpose  of  illustrating  how  a  commercial  occupations  survey  or 
study  is  made,  and  the  results  which  may  be  obtained  from  such  a  study, 
there  is  here  presented  a  study  relating  to  the  job  of  call  boy  in  the  general 
yardmaster's  office  of  a  railroad.  The  study  includes: 

1  an  organization  chart  of  the  general  yardmaster's  office 

2  analysis  of  the  job 

3  thirty-six  unit  lessons 

4  a  unit  instruction  sheet  for  one  of  the  unit  lessons. 

Job  analysis.      Call  boy  or  caller  in  general  yardmaster's  office : 

I  General  facts  concerning  the  job 

a  place:  general  yardmaster's  office  of  railroad  company 

b  length  of  service :  six  months  to  one  year 

c  length  of  training  period:  three  to  four  weeks 

d  special  risks:  none 

e  entrance  requirements 

age :  1 6  years  or  over 

sex:  male 

skill:  none 

personal:  accuracy,  courteousness 

physical:  normal,  no  special  requirements 

education :  sixth  grade  or  higher 

II  Duties 

a  Regular 

1  follow  office  rules  and  regulations  as  to  time  of  arrival,  lunch 
period,  departure  and  advice  when  unable  to  report 

2  inform  relieving  employee  of  unfinished  business  or  other  per- 
tinent facts 

3  keep  desk  and  supplies  in  desk  in  order 

4  prepare  register  of  crews  and  trains 

5  procure  information  from  engine  dispatcher  as  to  engines  and 
engine  crews  assigned  to  trains 

6  advise  car  dispatcher  of  engines,  enginemen  and  conductors 
assigned  to  trains 

7  call  crews  for  regular  trains  departing  during  night  hours 

8  call  extra  men  for  vacancies  on  regular  and  extra  trains 

9  keep  record  in  book  of  men  called 

10  maintain  "extra  board"  list  of  extra  men 

1 1  furnish  standing  of  extra  men  when  required 

12  give  permission  to  lay  off  to  men  holding  positions  or  on  extra 
board,  and  make  necessary  arrangements  to  fill  vacancies 

13  notify  regular  crews  when  trains  are  annulled  or  departing 
time  changed 

14  arrange  with  general  yardmaster,  chief  train  dispatcher  and 
engine  dispatcher  for  turning  turnaround  crews 

15  accept  displacements  and  notify  men  displaced 

16  keep  unauthorized  persons  out  of  caller's  office 

1 7  issue  orders  on  storekeeper  to  conductors  for  necessary  supplies 

18  notify  men  successful  in  bidding  for  positions  advertised 

19  secure  information  as  to  number  of  cars  repaired  during  pre- 
vious twenty-four  hours  for  operation  report,  due  8  A.  M. 

20  secure  information  as  to  engines  ready  for  service  and  number 
of  cars  delivered  to  connecting  lines  for  operation  report 


20 


i 


t^ 


h 

r 


21 

b  Incidental  duties 

1  messenger  service 

2  assist  in  checking,  stocking  and  the  distribution  of  supplies 

3  notify  lineman  in  time  of  service  trouble  or  private  telephone 
troubles 

4  call  livestock  caretaker  after  business  hours  and  on  Sunday 

5  call  relief  clerks  for  extra  work 

6  answer  city  telephone 

III  Knowledge  required 

a  office  rules  and  regulations 

b  that  portion  of  the  general  operating  rules  and  working  agreements 

that  apply  to  his  job 

c  sources  from  which  to  obtain  information  for  various  purposes 
d*  keep  in  touch  generally  with  the  run  of  business  to  the  end  that 

advice  may  be  given  to  extra  men  of  probable  extra  work 
e  to  whom  to  refer  questions  or  disputes  and  interpretations  of  rules 

and  working  agreements 
/  importance  of  keeping  accurate  records 
g  location  of  various  streets  in  city  and  approximate  location  of  house 

numbers 
h  location  of  homes  of  men  and  places  frequented  by  extra  men  when 

not  on  duty 
i  when  turnaround .  crews  are  registered  off  duty,  ascertain  where 

they  lodge  so  they  may  be  called  when  needed 

j  number  of  train ;  nature  and  terminal  of  trains  arriving  and  departing 
k  location  of  physical  characteristics  of  terminal,  various  sub-offices, 

tracks  by  number  or  name,  designation  and  various  calls  on 

private  telephones 

IV  Promotional  outlets 

a  crew  dispatcher 

b  yard  clerk  (various  kinds) 

c  chief  clerk 

d  assistant  yardmaster 

e  general  yardmaster 

V  Teaching  content 

a  arithmetic 

1  fundamental  operations 

2  tables,  liquid,  linear,  averdupois,  time,  weight,  dozens 
3  how  to  make  requisitions 

4  how  to  compute  wages 

5  how  to  keep  personal  cash  account 

6  how  to  calculate  mileage  from  time  tables 

7  how  to  compute  adjusted  tonnage 
b  English 

1  use,   pronunciation,   spelling  and   meaning  of  railroad  terms 
(operating  department  ) 

2  oral  English 

3  telegrams 

4  reading  instructions 

5  tone  of  voice 

6  addressing  officials  and  other  employees 

7  how  to  talk  on  the  telephone 

8  how  to  receive  and  deliver  messages 

9  how  to  use  correct  and  forceful  English 


22 


c  writing 

1  figures 

2  proper  names 

3  carbon  copies 

4  development  of  legible  handwriting 
d  history  and  civics 

1  history  of  local  community 

2  economic  relation  to  railroad 

3  current  events  and  their  effect  on  railways 

4  growth  of  railroads 

5  legislative  control  of  railroads 

6  necessity  for  regulations  in  business  and  civic  life 

7  common  duties  and  obligations  of  a  citizen 

8  value  of  cooperation 

9  use  of  leisure  time 
e  hygiene 

1  personal  cleanliness  (teeth,  hair,  hands  etc.) 

2  exercise 

3  eating  at  lunch  period 

4  ventilation,  light,  personal  habits 

5  suitable  clothing 

6  value  of  health 
/  geography 

1  location  of  community,  county  and  state 

2  rail,  water  and  highway  routes  serving  city 

3  location  of  towns  on  railway 

4  connecting  lines  and  their  location 

5  articles  manufactured  and  shipped  over  lines 

6  sources  of  raw  material  shipped 

7  location  of  streets  in  home  city 
g  technical 

1  railroad  organization 

2  history  and  traditions  of  road 

3  names  of  officials 

4  operating  rules  and  working  agreements  as  applied  to  position 
of  caller 

5  rules  and  regulations  of  office 

6  necessity  of  courtesy  as  basis  of  success 

7  how  to  organize  work  most  efficiently 

8  care  of  desk 

9  how  to  use  various  types  of  telephones 

10  importance  of  observation 

1 1  handling  of  mail  (railroad  and  United  States) 

12  how  to  make  the  necessary  forms 

13  reason  for  and  use  of  statistical  material 

14  importance  of  accuracy  in  all  matters  connected  with  the  trans- 
portation department 

15  free   transportation   for  employees    (Federal   and   State   laws 
governing  same) 

16  value  of  '  'safety  first"  propaganda 

1 7  how  to  use  books  of  instruction 

18  kinds  of  trains  and  classes  of  freight 

19  adjusted   and   actual   train   tonnage.        Reasons   for   tonnage 
ratings  and  how  determined 


23 


20  car  seal  protection ;  types 

21  wreck  trains 

22  State  and  Federal  laws  governing  movement  of  livestock 

23  co-operation  between   railroads  in   handling  the  business  of 
the  nation 

reading  material     • 

1  books  of  rules,  operating  department 

2  railroad  economics 

3  biographies  of  pioneer  railroad  builders 

4  Railway  Age 


Outline  of 
Thirty  six  Unit  Lessons.       Call  Boy  or  Caller 

(A  course  of  study  for  boys  employed  or  desiring  to  be  employed  in  this 
special  job) 

1  Courtesy,  honesty,   neatness,  accuracy,  punctuality,  cheerfulness,  in- 
dustriousness,  attentiveness,  persistance,  safety  first 

2  Ability  to  execute  orders 

3  Telephone 

a  use  a  phone 

b  finding  numbers 

c  tone  of  voice 

d  repetition  of  messages 

4  Office  rules  and  arrangement 

a  rules  and  regulations  as  to  time  of  arrival,  departure  and  lunch 
b  arrangement  of  supplies  etc.  in  office 

5  Record  work 

a  forms,  spaced  columns,  proper  entries 

6  Preparation  of  train  register 

a  list  of  regular  trains 
b  check  of  men  laying  off 
c  check  of  rest  period 
d  entries  when  men  lay  off 
e  entries  when  crew  arrives 

7  How  to  figure  time  and  prepare  requisitions 

a  hours  of  service  law 

b  time  crew  registers  for  duty 

c  requsitions 

8  How  to  call  men 

a  designation  of  position,  train  and  time  of  departure 

b  necessary  entries  in  caller's  book  and  securing  proper  signatures 

9  How  to  call  men 

a  calling  by  phone 

b  arrangement  of  home  calls  to  best  advantage 

10  Notification  to  men 

a  change  in  departing  time  or  annulment  of  trains 

b  when  displaced 

c  successful  bidding  for  positions 

d  when  set  back  to  fireman  or  trainmen 

e  reduction  in  force 

/  line  men 


24 

g  live  stock  caretaker 
h  extra  clerk 

1 1  Notification  to  men  continued 

12  Calling  wreck  or  emergency  trains 

a  train  crew 

b  wrecking  crew 

c  maintenance  of  way  men 

d  notify  department  if  necessary 

e  necessity  of  quick  and  accurate  attention 

13  Use  of  time  tables 

a  employees 

b  passenger  department 

14  Filing  —  records 

a  importance  of  filing 

b  need  for  system 

c  importance  and  value  of  records 

15  Physical  characteristics  of  city 

a  location  of  streets 

b  approximate  location  of  house  numbers 

c  places  frequented  by  men,  such  as  clubs,  etc. 

16  Physical  characteristics  of  terminal  functions 

a  receiving  yard,  hump  office,  hump 

b  classification  of  yard,  cripple  and  shop  yard,  transfer  and  freight 
house,  round  house  and  private  telephone  lines  and  stations 

17  Officials  of  railroads  and  their  jurisdiction 

a  general  yardmaster,  agent,  trainmaster,  superintendent 
b  general  superintendent,  master  mechanic,  superintendent  of  motive 
power,  superintendent  of  transportation,  general  manager 

18  Relations  of  transportation  department  with  other  departments 

a  motive  department,  maintenance  of  way  department 

b  traffic  department,  fuel  department 

c  accounting  department,  car  service  department 

19  Relations  of  transportation  with  other  departments 

20  Physical  characteristics  of  railroad  system 

a  terminals,  home  divisions,  connecting  divisions,  system 
b  principal  cities  on  road,  their  size  and  importance 
c  connections  and  interchange  points 

21  Nature  of  traffic  moved  by  railroad 

a  materials  manufactured  on  line  and  forwarded 
b  raw  and  other  materials  received 
c  balance  of  traffic 
d  passenger  business 

22  Definitions  of  railroad  phraseology 

23  Railroad  forms 

a  waybills,  loaded,  empty,  card,  memo,  revenue 

b  train  lists,  train  consists,  home  routes 

c  booking  sheet,  location  sheets,  interchange  report 

24  Operating  rules  and  working  agreements  and  their  points  pertaining 

to  his  job 

25  Compilation  of  statistical  information 

a  engines  ready  for  service 

b  cars  delivered  to  connections 


25 

c  engines  and  cars  assigned  to  trains 

26  How  to  organize  work  for  most  efficiency  and  with  least  confusion 

27  Legislation  applied  to  railroads 

a  hours  of  service  law 

b  full  crew  and  eight  hour  law 

c  live  stock  laws,  State  and  Federal 

d  explosives,  seals,  free  transportation 

28  How  trains  are  made  up 

a  size  of  engine,  tonnage,  reason  for  tonnage  rating 
b  effect  of  temperature  on  tonnage 
c  relation  of  speed  to  tonnage 

29  Beginning  and  development  of  railroading 

30  Beginning  and  development  of  railroading,  continued 

31  Freight 

slow,  fast,  perishable,  livestock,  merchandise,  company 

32  Car  service 

a  necessity  of  prompt  movement  to  avoid  congestion  and  delay 
b  causes  of  delay  and  how  to  avoid 
c  demurrage,  per  diem 

33  Observation  —  safety  first 

34  Cooperation  with  associates  as  an  agency  for  success  and  promotion 

35  Duties  and  responsibilities  of  other  positions  in  local  organization 

36  Review. 


UNIT  INSTRUCTION  SHEET 

Unit  6 
Call  Boy  or  Caller.       (General  Yard  Master's  Office  ) 

Job:    Preparation  of  Train  Register. 
Objective:    Making  entries  on  Train  Register. 

Instructions 

1  Remove  register  for  the  closing  day  and  file  in  binder. 

2  Place  blank  form  for  new  day  in  holder. 

3  Fill  in  headings. 

4  Transfer  to  new  sheet  entries  of  turnaround  crews  registered  off  duty 

for  rest. 

5  Enter  list  of  extra  conductors. 

6  Prepare  list  of  regular  trains  for  current  twenty  four  hours,  noting 

vacancies  by  reason  of  regular  men  laying  off. 

7  Enter  home  terminal  crews  on  special  work. 

8  Compile  list  of  extra  trainmen. 

9  Enter  list  of  extra  men  holding  regular  positions. 

10  Show  names  of  men  off  duty  and  reasons  therefor. 


26 

Trade  Terms 

Place  in  notebook  the  meaning  of  the  following  terms : 

Regular  Crew  .  Home  Terminal 

Extra  Crew  Timetable 

Turnaround  Crew  Assignment 

Extra  men  Displacement 

Regular  men  Train  Register 

Problems 

1  Extra  train  5085  arrived  from  Amsterdam  at  1 :45  A.  M.      Engine  600, 

caboose  560,  Conductor  Brown,  Trainmen  Smith,  Ames  and  Green. 
Off  duty  2:00  A.  M.  Rest  up  10  A.  M.  Called  for  10  A.  M.  Make 
necessary  entries  on  train  register. 

2  Extra  6053  arrived  from  Boston  and  will  turn  with  three  hours  off  duty. 

Make  necessary  record. 

3  Maintenance  of  way  department  order  work  train  for  construction  on 

duty  at  10  A.  M.  Crew  to  run  to  Troy^  Engine  650,  Cab  700,  Conduc- 
tor Hoffman,  Trainmen  White,  Dolan  and  Frank.  Make  necessary 
record  and  assign  extra  men. 

4  Extra  7018  returning  from  Amsterdam  registered  off  duty  at  8  A.  M. 

Crew  consisted  of  Conductor  Smith,  Trainmen  Burdick,  Thomas  and 
Daley.  Place  men  in  proper  position  on  conductor's  and  trainmen's 
extra  lists. 

5  Trainman  Albright  holding  regular  position  on  Train  2016  lays  off  duty 

on  account  of  illness  until  further  notice.  Cab  456,  Jones  Conductor, 
Trainmen  Black,  Williams  and  Wilson.  Make  necessary  entry  in  off 
list.  Also  assign  man  "first  out"  to  take  his  position,  making  neces- 
sary notations. 

6  On  account  of  insufficient  number  of  cars  in  classification  yard,  following 

changes  are  made  in  regular  crew:  train  1008  is  annulled,  engine  564, 
cab  460,    Conductor  Mahar,  Trainmen  Keefe,  Pritchard  and  Cahill. 
Train  2607  is  set  back  three  hours. 
Make  necessary  record  in  list  of  regular  trains. 


27 

7.     SUGGESTIVE  COURSES  OF  STUDY 

For  the  purpose  of  assisting  teachers  who  are  attempting  to  formulate 
courses  of  study  there  is  here  presented  a  number  of  courses  which  have  been 
worked  out  by  part-time  teachers.  The  following  courses  in  general 
elementary  business  practice  and  related  subjects  is  now  in  use  in  the 
Albany,  N.  Y.,  Part-Time  school.  They  were  prepared  by  Miss  Grace 
A.  Wooster  and  W.  Harrison  Smith. 


28 


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40 

RETAIL  TRAINING 

The  following  course  in  retail  training  is  now  in  use  in  the  Schenectady, 
N.  Y.,  Part-time  School. 

A  Course  of  Study  in  Retail  Selling 

Lesson  1     Retail  Selling 

a  development  of  the  modern  store  and  salesmanship 

b  discussion  of  position  held  by  each  pupil  and  the  exact 

duties  of  the  position 
c  chances  for  advancement 
Auxiliary  information 

names  of  articles  sold  at  various  counters  at  which  girls 
are  employed 

Lesson  2     Responsibility  of  position  of  sales  person 

a  take  place  of  firm  in  meeting  customers 

b  maintain  reputation  of  store 

c  set  standards  of  service  for  new  sales  persons 

d  build    reputation    of   store    by    honest    representation    of 

merchandise 

e  maintain  the  dignity  of  a  sales  person 
Auxiliary  information 

names  of  streets  in  the  city 

Lesson  3     Courtesy 

a  character  and  manners  are  expression  of  courtesy 

b  several  kinds  of  smiles  used  by  the  sales  person;  the  one 

the  sales  person  should  always  possess 
c  self-control 
d  self-consciousness 
e  how  to  say  "Thank  you" 
/  acts  of  discourtesy  to  be  avoided 
g  why  courtesy  pays 
Auxiliary  information 

use  of  c'ty  map  to  locate  streets  in  order  to  direct  customers 

Lesson  4     Initiative  and  tact 

a  meaning  and  importance 
b  how  to  develop 
c  ways  in  which  to  use  tact 

d  danger  of  tactless  remarks  and  effect  on  salesmanship 
e  have  pupils  give  examples  of  tact  from  their  own  experiences 
Auxiliary  information 

use  of  city  map  to  find  location  of  business  centers 

Lesson  5     Speech  and  voice 

a  importance  of  pleasing  voice  and  right  use  of  it;  practice 

speaking  with  moderate  tone 
b  how  a  good  selling  voice  may  be  trained 
c  importance  of  a  good  vocabulary 
d  why  is  it  necessary  to  be  a  good  listener 
Auxiliary  information 

use  of  city  map  for  railway  routes 


41 
Lesson  6 


Lesson  7 


Lesson  8 


Self  development 

a  development  of  character  and  intellect 
b  necessity  of  observation  and  memory 

1  interest  and  attention 

2  try  to  remember  customers  names  and  faces 
c  the  ways  of  remembering  names  and  faces 

Auxiliary  information 

directing  customers  by  railway  to  different  streets 

Mental  factors 

a  cultivate   friendly   relations   with    customers;   overcome 

shyness 
b  have  confidence 

believe  in  store 

believe  in  goods 

believe  in  §elf 

c  concentration,  enthusiasm,  loyalty,  imagination 
d  how  to  develop  imagination,  constructive  power,  memory 
Auxiliary  information 

a  location  of  important  manufacturing  centers 

b  reasons  for  the  location 

Talks  by  a  retail  merchant  on  topics  considered  in  the  first 
seven  lessons 


Lesson  9     Service 

a  how  to  greet  customers 
b  true  description  of  goods 
c  knowledge  of  goods 

d  study  of  service  features  attracting  customers 
e  waiting  for  change 
/  be  sure  name  and  address  is  correct 
g  packing  and  wrapping 
h  delivery 
Auxiliary  information 

study  of  local  manufacturers 
raw  materials 
manufactured  products 

Lesson  10  Knowledge  of  goods — cotton 

a  plant,  part  used,  where  grown 
b  manufacturing  of  cotton  goods 
c  cotton  goods  mercerized 
d  properties  of  cotton 

1  burns  easily 

2  absorbs  water  slowly 

3  creases  easily 

4  soils  readily 

5  shrinks 

6  better  conductor  of  heat  than  wool  or  silk 

7  less  elastic 

Lesson  11  Talk  by  local  merchant  or  manufacturer  on  the  manufacture  of 
cotton  goods 


42 


Lesson  12  Silk  culture 

a  where  first  used  and  how  spread 

b  countries  leading  in  production  of  raw  silk 

c  silk  worm;  30  meals  each  day 

d  cocoon  and  chrysalis 

e  requisites  of  good  silk 

/  properties  of  silk 

1  lasts  for  years 

2  strength 

3  sheds  dust 

4  gloss  destroyed  by  careless  washing 

5  easily  scorched 
Auxiliary  information 

location  of  important  wholesale  houses  and  reasons 

Lesson  13  Linen 

a  countries  producing,  conditions,  climate 
b  properties 

1  water  evaporates  quickly  and  makes  it  cool  nextltc 
the  skin 

2  washes  well 

3  air  penetrates  better  than  cotton 

4  strong 

5  luster  very  high 

6  does  not  dye  well 

7  less  flexible 
Auxiliary  information 

have  the  class  make  a  list  from  memory  of  the  differen 
materials  from  which  merchandise  is  made 

Lesson  14  Moving  pictures  from  General  Electric  Company 

Lesson  15  Tests  for  textile  fabrics 
a  tearing  test 
b  burning  test 
c  sizing  test 

Information  about  laundering 
a  soaps 
b  sunlight 
c  rubbing 
d  changes  in  temperature 

e  kinds  of  weaving,  as  plain,  diagonal,  cassimere,  wide  wale, 
satin 


Lesson  16  General  knowledge 

a  knowledge  of  goods  by  different  names 
b  location  of  stock  and  contents 

1  what  lines  sell  best 

2  sizes,  colors  and  styles  called  for  and  not  in  store 

3  how  long  articles  have  been  in  stock 

4  use  of  utility  articles 

5  competing  goods 

6  colors 
Auxiliary  information 

how  store  compare  with  competing  stores 


43 

Lesson  17  Study  of  the  customer 

a  why  customers  are  lost 
b  methods  of  pleasing  customers 
c  how  to  dismiss  customers 
d  effect  of  contradiction 
e  store  attitude  toward  customers 
/  how  to  handle  the  looker  on 
g  how  to  direct  customers 
h  tactfullness  with  careless  customers 
Auxiliary  information 

transportation  affecting  price  reasons 

Lesson  18  Telephone 

a  importance  of  telephone  sales 
b  how  to  handle  a  call 
c  securing  name  and  address  of  caller 
d  example  of  good  telephone  service 
e  the  delivery  service 
/  speak  into  the 'phone 
Auxiliary  information 
charge  accounts 

Lesson  19  Wool 

a  why  a  knowledge  of  wool  is  necessary  to  successful'selling 

b  sources  of  supply 

c  the  sheep  and  other  wool  bearing  animals  as  camel,fgoat, 

llama,  vicuma 

d  discussion  of  experience  in  washing  goods 
e  rules  for  washing 
Auxiliary  information 

discussion  of  winter  fabrics  for  winter  styles 

Lesson  20  Mental  stages  of  a  sale 
a  attention 

1  advertising 

2  display 
b  interest 

c  desire  to  possess 

d  closing  the  sale 

Auxiliary  information 

how  many  trains  enter  and  leave  the  city 

Lesson  21  Selling  points 

a  analysis  of  goods 

b  suiting  argument  to  customer 

c  expressed  in  words  easily  understood 

d  appeal  to  motive  of  profit 

1  pleasure 

2  comfort 

3  convenience 

4  vanity 

5  style 
e  display 


44 

/  careful  demonstration 
Auxiliary  information 

ways  of  advertising 

Lesson  22  Exchange  of  goods 

a  abuse  of  exchange  privilege 

b  regulation  of  exchange  privilege 

1  non-returnable  goods 

2  returnable  goods 

3  conditions 

4  gifts 

5  unjust  demands 

c  losses  due  to  exchange 

d  do  not  urge  customers  to  take  goods  on  approval 

e  effect  of  courteous  exchange 

/  handling  of  returned  goods 

Lesson  23  Talk  by  a  buyer 

Lesson  24  Mail  order  business 

a  mail  order  houses 
b  mail  order  sections  of  local  stores 
c  duties  and  responsibilities  of  mail  order  shopper 
Auxiliary  information 

the    producing   markets   as    London,    Rome,    Florence, 
Yokohama,  Paris 

Lesson  25  Ten  laws  of  personality 
a  self-mastery 
b  self-reliance 
c  reliability 
d  good  sportsmanship 
e  duty 

/  good  workmanship 
g  team  work 
h  kindness 
i    loyalty 
Auxiliary  information 

a  suggestions  for  graduation  gifts 
b  demonstration  sale 

Lesson  26  Talk  by  a  retail  store  executive  on  topics  covered  in  previous 
lessons 

Lesson  27  Discussion  or  debate  on  a  subject  such  as,  "Do  charge  accounts 
do  more  good  than  evil?" 

Lesson  28  Review  of  qualifications  necessary  for  successful  selling.      Dis- 
cussion of  experience  of  pupils  in  stores. 


COURSES  OF  STUDY  IN  BUSINESS  OFFICE  PRACTICE 

The  two  following  courses  in  general  elementary  business  office  practice 


45 

are  used  in  part  time  schools,  Syracuse,  N.  Y. 

Course  of  Study  in  First  Year  Business  Office^Practice. 

Lesson  1     "Look  well,  act  well,  be  well." 
a  look  well 

1  cleanliness 

2  care  of  hair,  face,  nails 

3  choice  of  clothes 

4  value  of  good  personal  appearance 
b  act  well 

1  how  to  speak 

2  how  to  stand 

3  how  to  sit 

4  importance  of  businesslike,  pleasing  manner 
c  be  well 

1  proper  food,  rest,  exercise 

2  what  it  means  to  your  employer  and  yourself 

Lesson  2     Making  folders 

a  folding  paper 
b  cutting  tab 
c  lettering  name 
Exercise  in  making  folder  for  filing  work 

Lesson  3     Indexing 

a  purpose 

b  directory  arrangement 

Exercise:  from  given  list  of  20  local  firms,  make  out  cards  in 
directory  form  and  arrange  cards  alphabetically  (directory 
arrangement) 

Lesson  4     Directory 

a  purpose 
b  use  of  index 
c  information  to  be  found 
Exercise :    practice  in  use  of  various  divisions  of  directory 

Lesson  5     General  city  plan 

a  divisions  dividing  city  into  North,  South,  East  and  West 

sections 

b  how  streets  are  numbered 
c  Main  business  street?    Nature  of  business?    Why? 

Lesson  6     Factors  contributing  to  good  telephone  service 
a  promptness  c  courtesy 

b  tone  of  voice  d  English 

Exercise:  give  examples  of  courteous  answers  to  such  calls  as: 
May  I  speak  with  Mr.  Brown?  Is  this  the  white  goods  depart- 
ment? (wrongly  connected  with  white  department). 

Lesson  7     How  to  use  telephone 

a  names  of  parts  of  telephone 


46 

b  position  at  telephone 

c  how  to  find  number 

d  how  to  call  number 

e  what  to  do  when  "cut  off" 

Exercise:  practice  in  finding  and  calling  numbers,  also,  deliver- 
ing message,  (if  telephone  is  not  available,  toy  telephones  may 
be  used) 

Lesson  8     Location  of  prominent  public  buildings 
a  government  buildings 
b  educational 
c  office 
d  newspaper 
Exercise :  practice  in  directing  to  particular  building  from  school 

Lesson  9     How  to  take  care  of  callers 

a  how  to  greet  caller 

b  information  to  be  obtained  from  caller 

c  importance  of  remembering  names  and  faces 

d  courtesy  to  be  shown  caller 

e  form  for  information  desk  record 

Exercise:  have  one  pupil  take  part  of  information  desk  clerk 
others  act  as  callers 

Lesson  10-11   Filing 

a  what  to  file 

1  correspondence 

2  receipts 

3  miscellaneous  records 
b  where  to  file 

1  spindle  3  Shannon 

2  box  4  vertical 
c  how  to  file 

1  alphabetically  (only  method  taught) 

2  numerically 

3  geographically 

Exercise:  practice  in  filing  and  finding  correspondence  and 
records 

Lesson  12  Prominent  business  streets  within  one-half  mile  circle 

a  location 

b  nature  of  business  transacted 

Exercise :  locating  important  business  establishments  on  above 
streets 

Lesson  13  business  qualifications 

a  what  they  are:  honesty,  courtesy,  clean  personal  habits, 
industry,  promptness,  thoughtfulness,  enthusiasm,  initia- 
tive, loyalty,  ambition,  dependability 

b  discussion  of  each  characteristic 

c  call  attention  to  lack  of  above  qualifications  in  previous 
work  of  pupil — watch  future  lessons  for  improvement 


47 

Lesson  14  How  to  fold  a  letter  properly,  address  and  stamp  envelop  for 
mailing 

a  how  to  fold  letter  (various  size  envelopes) 

b  how  to  insert  letter 

c  how  to  address  envelope 

1  three-line  address;  four-line  address 

2  indented  and  block  form 
d  return  address 

e  where  to  write — Personal — Please  Forward — Box  71 
Exercise:      fold   letters   for   various   size   envelopes,    put   into 
envelopes,  address  and  affix  stamps 

Lesson  15  Mail 

a  classification 

b  rates  on  first,  second  and  third  classes 

Exercise:     weighing  and  determining  cost  of  mailing  letters, 
newspapers,  booklets 

Lesson  16  Registered  mail 

a  what  to  register 

b  how  to  register 
Special  delivery 

a  what  to  send  special 

b  how  to  send  special 

Exercise :    addressing  letters  and  packages  to  be  sent  registered 
and  special 

Lesson  17  Locating  street  railway  routes 

Lesson  18  Parcel  post 

a  domestic 

rates,  zones,  insuring,  C.  O.  D. 
b  foreign 

rates,  registering,  weight 

Lesson  19  Wrapping  bundles  for  mailing 
a  security 
b  appearance 
Directing 

a  necessary  information 
b  legible  writing 

Lesson  20  Outgoing  mail 

a  enclosures    ("under  separate  cover") 

b  folding  letter    (small,  large  or  window  envelope) 

c  sealing  and  weighing 

d  stamping  (machine  or  hand) 

Lesson  21   Incoming  mail 

a  care  in  opening  c  sorting 

b  checking  enclosures  d  dating 

e  knowledge  to  be  gained  by~clerk 


48 

Lesson  22  Location  of  important  manufacturing  centers 
a  reasons  for  location 
b  shortest  route  from  school 

Lesson  23  Postal  money  order 

a  what  postal  money  order  is 
b  how  procured 
c  why  used 
d  how  cashed 
Exercise :    making  application  for  postal  money  order 

Lesson  24  Checks 

a  what  check  is 

b  important  points  in  making  checks 

c  filling  in  stub 

d  indorsing 

1  blank,  special 

2  in  case  of  incorrect  spelling  of  name  on  face 
e  certified  checks 

/  advantage  of  using  checks  for  all  payments 
Exercise:    filling  in  stub  and  making  out  check 

Lesson  25  How  to  make  out  a  deposit  slip 
a  purpose 

b  filling  in  deposit  slip 
c  depositing 
Exercise:    making  out  deposit  slip 

Lesson  26  Banks 

a  savings 

b  commercial 

c  names  and  location  of  local  banks 

Lesson  27  Location  of  wholesale  houses  and  commission  houses 
reason 

Lesson  28  Forms  of  remittance 

a  coin,  stamps,  postal  money  order,  express  money  order, 

check  (certified),  bank  draft 
b  how  to  send  each 
c  when  to  use  different  forms 

Lesson  29  Receipt 

a  what  receipt  is 
b  form  of  receipt  (essentials) 
c  signing  for  others 
d  when  receipt  is  not  necessary 
Exercise:    making  out  receipt 

Lesson  30-31   Invoices 

a  meaning  of  invoice — bill 
b  various  forms  of  invoices 
c  terms  used  on  invoices 
d  extensions — totals 


49 

e  checking 
Exercise:    making  out  invoices 

Lesson  32  Statements 

a  how  statement  differs  from  invoice 
b  when  issued 
c  purpose 

d  how  to  check  statement 
Exercise:    making  out  statement 

Lesson  33  Commercial  terms 

(acceptance,  acknowledgment,  affidavit,  bankrupt,  bill  of  lad- 
ing, bonus,  broker,  capital,  clearing  house,  common  carrier, 
copyright,  credit  memorandum 

Lesson  34  Record  work 

a  how  to  rule 

b  center  figures  in  proper  column 

Lesson  35  Time  clock  record 

a  operation  of  time  clock 
b  responsibility  of  clerk  in  keeping  record 
c  explanation  of  time  sheet  form 
d  transferring  time  from  time  card  to  sheet 
e  totaling  time 
/  checking  to  insure  accuracy 
Exercise :    making  out  time  sheet  from  time  cards 

Lesson  36  Factors  favorable  to  growth  of  city 
a  site 
b  transportation  facilities 

1  railroads 

2  interurban  lines 

3  waterways 

4  state  roads 
c  material 

d  labor 

e  business  sense 

/  good  water 

g  educational  advantages 


Course  of  Study  in  Second  Year  Business  Office  Practice 

Lesson  1     Making  folders 

a  folding  paper 
b  cutting  tab 
c  lettering  name 
Exercise :    making  folder  for  filing  work 

Lesson  2     Reading  and  checking  figures 

a  business  way  of  reading  figures 
b  business  way  of  checking  figures 
Exercise :    dictate  figures  and  have  them  read  back  and  checked 


50 

Lesson  3     Making  out  time  sheet 

a  operation  of  time  clock 

b  transferring  data  from  time  card  to  time  sheet 
c  totaling  hours 
d  checking 
Exercise:    making  time  sheet  from  time  cards 

Lesson  4     How  to  use  wage  table 

a  purpose  of  wage  table 

b  form  of  table 

c  how  to  prevent  copying  wrong  figures 

Exercise :  by  use  of  wage  table  figure  wages  on  previous  week's 
time  sheet.  Verify  results  by  performing  calculations  in  the 
common  way. 

Lesson  5     Making  change  memorandum 

a  purpose  of  memorandum 

b  form  for  memorandum 

c  how  to  summarize  amounts  on  change  slip 
Exercise :    making  out  change  memo,  and  change  slip  for  previous 
week's  pay  roll. 

Lesson  6     Filing 

a  what  to  file 

1  correspondence 

2  miscellaneous  records 

3  records  required  by  industrial  business 

4  receipts 
b  where  to  file 

1  spindle 

2  box  file 

3  Shannon 

4  vertical 

Lesson  7     Filing 

a  how  to  file 

methods — alphabetically,   numerical,  geographical,  sub- 
ject, follow-up 
b  how  to  alphabetize 

Exercise:  arranging  card  index  (name)  in  strictly  alphabetical 
order 

Lesson  8     Pennmanship 

simple  lettering  and  numbering 

Lesson  9     Filing 

a  equipment  for  vertical  filing 

1  cabinet  3  guides  (tabs  of  various  sized  cuts) 

2  folders  4  compressor 
b  indexing — alphabetically 

1  division  of  alphabet.     (25-40-80-120,  etc.) 

2  how  to  file 

3  transferring 


51 

Lesson  10  Filing 

numerical  method 

1  arrangement  of  guides 

2  alphabetic  card  index 

3  disadvantages 

Lesson  11   Filing 

geographic  and  subject  methods 
arrangement  of  guides 

Lesson  12  Filing 

a  card  record  systems 

1  indexing — name,  location,  subject 

2  standard  sizes  of  cards 

3  use  of  card  record  system  in  insurance  business,  real 
estate,  purchasing  department 

4  Metal  indicators  and  their  use 

Lesson  13  Personal  account  record 

a  value  of  keeping  account 
b  form  for  account 
c  how  to  make  entries 
d  balancing  account  (weekly) 
Exercise:    making  personal  account  record 

Lesson  14-16  Principles  of  debit  and  credit 

a  analysis  of  numerous  simple  cash  transactions  into  debit 

and  credit 
b  journalizing — to  establish  debit  and  credit 

Lesson  17-21   Principles  of  debit  and  credit  applied  to  buying  and  selling 
on  account 

Lesson  22-26  Use  of  ledger 

a  reason  for  grouping  items  under  accounts 

b  posting  from  journal 

c  checking  and  pencil  footing 

Lesson  27-29  Taking  a  trade  balance 

a  what  it  does  and  does  not  show 
b  correcting  mistakes 

Lesson  30-32  Bills  and  statements 

billing  from  orders  and  from  ledger 

Lesson  33  Commercial  terms 

(collateral,  coupon,  demurrage,  depreciation,  dividend,  draw- 
age,  exchange 

Lesson  34  Bank  statements 

a  form  and  reconciliation  with  check  book 
b  filing  cancelled  checks 


52 


Lesson  35  Bank  draft 

a  what  bank  draft  is 
b  how  obtained 
c  when  to  use 

Lesson  36  Mimeograph 

how  to  operate 


53 

8.     EQUIPMENT  AND  METHODS  FOR  TEACHING  COMMERCIAL 

SUBJECTS 
Typewriting 

The  typewriting  department  should  be  well  equipped  with  standard  key- 
board typewriters,  desks  and  chairs.  To  this  should  be  added  other  equip- 
ment commonly  found  in  up-to-date  typewriting  departments  of  a  modern 
high  school,  such  as  duplicating  devices,  files,  dictionary,  and  an  assortment 
of  brief  typewriting  textbooks.  In  small  communities  where  it  is  not  feasi- 
ble to  equip  special  rooms  for  the  part-time  typewriting  classes  arrangements 
should  be  made  to  use  the  typewriting  room  of  the  day  high  school  either 
after  high  school  hours  or  on  Saturday  morning. 

Typewriting  is  very  popular  among  part-time  pupils,  hence  the  more 
urgent  need  for  care  in  directing  the  choice  of  those  who  elect  this  subject. 
Care  must  also  be  exercised  to  see  that  an  undue  amount  of  time  is  not  de- 
voted to  typewriting  to  the  exclusion  of  other  vocational  and  related  sub- 
jects. In  states  where  the  minimum  attendance  required  of  part-time 
students  is  four  hours  per  week  approximately  25  per  cent,  of  the  time  may 
be  given  to  typewriting.  25  per  cent,  to  business  practice  and  50  per  cent,  to 
related  work.  For  the  17  and  18  year  old  group  of  potential  stenographers 
or  typists  it  may  be  desirable  to  increase  the  time  allotment  in  typewriting 
to  50  per  cent. 

There  are  two  schools  of  thought  concerning  the  method  of  teaching  type- 
writing in  the  part-time  schools.  One  group  of  teachers  holds  that  after 
the  first  few  lessons  the  sight  system  should  be  used  (insist  upon  the  use  of 
all  fingers)  since  it  is  the  most  direct.  They  base  their  argument  on  the 
fact  that  with  the  limited  time,  one  or  two  hour  periods  per  week,  it  will  be 
from  two  to  four  years  before  students  who  use  the  touch  method  will  be 
able  to  do  comparatively  simple  copy  work.  By  the  sight  method  they 
claim  more  immediate  results  may  be  accomplished.  The  other  group 
favors  the  touch  system  since  it  will  enable  those  who  may  later  care  to  per- 
fect themselves  in  typewriting  to  do  so  without  the  serious  handicap  which 
they  would  have  provided  the  sight  method  were  used. 

The  touch  method  predominates  in  New  York  State  and  is  almost  invari- 
ably used  except  in  a  few  part-time  schools  in  the  vicinity  of  New  York  City. 

Business  Practice 

The  equipment  of  the  busines's  practice  room  should  be  very  much  the 
same  as  the  equipment  found  in  the  business  practice  room  of  a  modern  high 
school.  Among  other  things  this  should  include:  large,  flat  top  students' 
desks  with  provision  for  two  colors  of  ink,  movable  charts,  black  boards, 
dictionary,  good  assortment  of  reference  books  on  bookkeeping,  salesman- 
ship, office  practice,  arithmetic,  commercial  geography,  commercial  law  and 
penmanship.  In  addition  the  following  will  be  very  helpful:  railroad  time 
tables,  city  and  telephone  directories,  commercial  agencies'  reports,  business 
magazines,  catalogues  and  advertising  matter  of  business  establishments 
(especially  local  firms),  bank  statements,  government  pamphlets  and  re- 
ports. The  John  Hancock  Life  Insurance  Company,  Boston,  Mass.,  and 
the  Metropolitan  Life  Insurance  Company  of  New  York,  have  a  series  of 
pamphlets  for  distribution  which  are  especially  helpful  and  suggestive.  If 
possible  it  is  desirable  to  have  in  each  business  practice  business  room  one 
listing  adding  machine,  one  calculator  and  suitable  files  for  classifying  the 
miscellaneous  material. 


54 

The  aim  of  the  general  course  in  business  practice  is  not  primarily  to  pre- 
pare boys  and  girls  in  the  part-time  school  for  bookkeeping  positions,  al- 
though in  some  isolated  individual  cases  conditions  may  justify  such  an  aim. 
Generally  the  aim  is  to  give  pupils  working  acquaintance  with  some  elemen- 
tary business  customs  and  practices  which  will  be  essential  and  helpful  to 
them  in  whatever  walk  of  life  they  may  permanently  enter.  To  be  spe- 
cific it  is  intended  to  be  more  cultural  than  vocational.  In  admitting  pupils 
to  this  course  care  should  be  exercised  to  see  that  the  pupils  have  the  neces- 
sary foundational  training.  It  is  questionable  if  any  should  be  permitted 
to  elect  business  practice  who  have  not  had  the  equivalent  of  a  grammar 
school  education.  Under  no  conditions  should  the  size  of  the  class  exceed 
twenty  in  number.  An  attempt  should  be  made  to  classify  pupils  into  as 
/nearly  homegoneous  groups  as  possible. 

The  method  of  instruction  in  part-time  schools  and  classes  is  a  most  in- 
teresting and  perplexing  problem.  It  is  generally  conceded  that  the  prob- 
lems confronting  the  commercial  teacher  in  the  part-time  school  are  radically 
different  from  those  of  the  day  high  school  teacher  and  therefore  many  of 
our  old  methods  are  seriously  questioned  for  use  in  the  part-time  classes. 

Among  other  suggestions  as  to  methods  may  be  mentioned  the  unit  in- 
struction sheet,  sometimes  called  the  job  instruction  sheet,  which  is  rapidly 
gaining  favor  among  those  who  have  given  any  considerable  thought  to 
1  teaching  problems. 

The  individual  instruction  sheet  is  distinctly  a  teaching  agency  to  sup- 
plement the  efforts  of  the  teacher  and  in  no  case  should  be  used  to  supplant 
the  work  of  the  instructor.  It  is  a  unit  of  organized  teaching  material  that 
has  been  prepared  for  the  use  of  the  pupil  under  conditions  that  will  insure 
the  greatest  amount  of  directed  individual  progress.  It  is  specifically  an 
agency  that  provides  educational  work  for  the  pupils  according  to  their 
varying  abilities  and  interests  for  the  duration  of  each  class  period.  It  is 
but  a  means  of  attaining  ' 'self-education  through  purposeful  activity." 

The  entire  plan  for  individual  instruction  and  the  use  of  instruction  sheets 
is  not  advanced  as  a  scheme  to  overturn  present  pedagogical  practices  but 
rather  as  a  means  of  organizing  and  providing  instruction  that  will  more 
nearly  provide  for  the  needs  of  the  individual  members  of  every  class. 
Class  instruction  will  always  have  a  place  and  should  be  used  in  every  in- 
stance where  it  is  certain  that  all  the  pupils  will  receive  the  maximum  of 
benefit.  If  class  instruction  does  not  meet  the  above  standard  group  teach- 
ing should  be  utilized,  and  finally  if  both  class  and  group  methods  fail  to 
provide  the  greatest  amount  of  instruction  the  pupil  is  able  to  assimilate 
then  it  is  absolutely  essential  that  the  individual  method  be  used.  An  hon- 
est application  of  the  principle  stated  in  the  preceding  sentence  will  promptly 
demonstrate  that  individual  instruction  is  of  prime  importance  and  has  a 
place  in  every  class  room. 

The  individual  instruction  idea  and  the  unit  instruction  sheet  are  not  pre- 
sented as  new  theories.  The  entire  plan  in  one  form  or  another  has  been  a 
part  of  good  educational  practice  for  a  great  many  years.  The  form  under 
discussion  is  a  composite  development  and  represents-the  best  of  the  instruct- 
ion methods  employed  by  the  correspondence  schools,  the  best  practice 
used  in  school  science  laboratories  involving  the  use  of  manuals  and  lastly 
the  idea  of  the  factory  job  sheet.  (See  "Unit  Instruction  Sheets  and  In- 
dividual Instruction"  by  Rodgers  and  Furney  for  a  complete  discussion.) 


55 

9.     RETAIL  SELLING 

The  fact  that  retail  store  service  employs  more  boys  and  girls  than  any 
other  single  commercial  vocation  has  brought  to  the  attention  of  school  ad- 
ministrators in  all  schools,  and  particularly  in  the  part-time  school,  the  need 
for  courses  to  prepare  young  people  for  this  type  of  work.  Commercial 
educators  will  be  quick  to  realize  the  great  opportunity  that  is  thus  afforded, 
them  to  get  behind  the  nation-wide  movement  to  reach  thousands  of  boys 
and  girls  who  for  one  reason  or  another  drift  into  the  retail  selling  vocation 
without  adequate  training. 

In  a  vocation  so  rich  in  content  the  problem  of  the  organization  of  the 
course  of  study  in  retail  store  service  for  part-time  schools  is  one  of  the  great- 
est importance.  Obviously  such  a  course  must  not  be  too  extensive  or  be- 
yond the  needs  and  aptitudes  of  the  group.  A  study  should  first  be  made 
of  the  kinds  of  stores  in  the  community.  This  study  will  determine  in  a 
large  measure  the  scope  of  the  work  to  be  included  in  the  course.  In  general 
it  may  be  said  that  courses  in  retail  selling  in  the  part-time  school  should 
include  some  phases  of  simple  arithmetic,  textiles  and  merchandise,  store 
problems  and  principles  of  selling. 

The  general  course  given  below  is  suggestive  of  what  may  be  included  in  a 
course  for  junior  sales  people. 

1  Arithmetic 

a  fundamentals  to  develop  speed  and  accuracy 

b  United  States  money 

c  unit  of  measure;  yard,  foot,  inch,  dozen,  pound,  etc. 

d  fractions;   use  in  store  work 

e  decimals;  store  problems 

/  aliquot  parts 

g  bank  checks  and  receipts 

h  percentage 

i  making  out  simple  bills  and  invoices 

j  budgets 

2  Textiles  and  Non-textile 

a  observation  and  study  of  staple  goods ;  cloth 

b  fibers 

c  raw  materials ;  cotton,  wool 

d  spinning  and  weaving 

e  manufacturing  process;   cotton,  wool 

/  finished  product;  cotton,  wool 

g  study  of  silkworm,  manufacturing  processes 

artificial  silk 

h  non-textile;   leather,  etc. 
i  notions,  small  wares,  making  of  pins,  needles,  buttons 

3  Store  Problems 

a  tying  knots 

b  making  change  readily 

c  qualities  which  make  for  efficiency 

a  willingness  to  serve 

b  quickness,  accuracy 
d  wrapping  of  delivered  goods  in  paper 
folding  or  packing  suits,  dresses,  skirts,  waists 
/  kinds  of  customers 
g  discussion  of  store  problems 


56 

4     Principles  of  Selling 

a  sales-slip  practice 

b  store  organization 

c  store  courtesy 

d  approach  to  customer 

e  care  of  stock 

/  talking  points  of  merchandise 

g  power  of  suggestion 

h  demonstration  sale 

The  above  course  is  based  on  a  two  year  program  and  may  be  enlarged  or 
shortened  to  meet  the  needs  of  a  particular  group.  Special  mention  should 
be  made  of  the  demonstration  sale.  This  demonstration  should  be  pre- 
pared with  considerable  care.  If  possible,  secure  an  adult  sales  person  who 
can  illustrate  some  of  the  various  types  of  customers.  Definite  instruction 
should  be  given  to  the  class  concerning  points  to  be  observed  in  such  a  sale, 
thus  enabling  the  pupil  to  concentrate  on  certain  phases  of  the  operation. 

As  in  the  case  of  the  course  in  office  practice,  the  method  of  teaching  re- 
tail selling  in  the  part-time  school  is  a  perplexing  problem.  Some  instruc- 
tion given  should  be  supplemented  through  the  use  of  the  job  instruction 
sheet ;  on  the  other  hand  there  will  be  ample  opportunity  for  oral  discussions 
and  reports  on  the  various  phases  of  store  problems  and  organization. 


57 

10.     BIBLIOGRAPHY 

1  Bulletins:   No.  22,  Retail  Selling;   No.  34,  Commercial  Education,  Or. 
ganization  and  Administration;   No.  46,  The  Turn-over  of  Labor;   No- 
54,  Survey  of  Junior  Commercial  Occupations;  Miscellaneous  161,  Sug- 
gestions Concerning  Part-time  General  Continuation  School  Classes  in 
Commercial  Subjects;   Federal  Board  for  Vocational  Education,  Wash- 
ington, D.  C. 

2  General  Vocational  Education  Series  No.  1,  Bulletin  No.  1,  Syllabus  of 
an  Introductory  Course  on  Part-time  Education,  University  of  Cali- 
fornia, Berkeley,  Cal. 

3  School  Document  No.  4,  1919,  Boston  Continuation  School,  Circular  of 
Information  and  Courses  of  Study,  Superintendent  of  Public  Schools, 
Boston,  Mass. 

4  Business  Employments,  F.  J.  Allen,  Ginn  and  Co. 

5  Occupations,  Gowin  and  Wheatly,  Ginn  and  Co. 

6  Miscellaneous  Series,  No.  97,  Training  for  Foreign  Trade,  MacElwee 
and  Nichols,  Bureau  of  Foreign  and  Domestic  Commerce,  U.  S.  Depart- 
ment of  Commerce,  Washington,  D.  C. 

7  Survey  of  Commercial  Occupations  of  Charleston,  S.  C.,  Paul  S.  Lomax, 
Superintendent  of  Public  Schools,  Charleston,  S.  C. 

8  Survey  of  Commercial  Education  in  the  Public  High  Schools  of  the 
United  States,  Leverett  S.  Lyon,  George  Banta  Publishing  Co.,  Mena- 
sha,  Wisconsin. 

9  Syllabus  of  Commercial  Subjects  for  Secondary  Schools,  The  Univer- 
sity of  the  State  of  New  York,  Albany,  N.  Y. 

10  Vocations  for  Business  and  Professional  Women,  The  Bureau  of  Voca- 
tional Information,  2  West  43rd  St.,  New  York,  N.  Y. 

11  Occupations,  U.  S.  Census,  1910,  Vol.  IV. 

12  Occupational  Analyses  in  Department  and  Specialty  Stores,  Indianap- 
olis, Indiana,  Survey  for  Vocational  Education,  Vol.  I,  Appendix  D, 
page  325. 

13  Part-time  Education  Series  No.  3,  Bulletin  No.  2,  and  Anaylsis  of  De- 
partment Store  Occupations  for  Juniors,  1920.       Issued  by  the  Univer- 
sity  of   California,    Berkeley,    California. 

14  Bulletin  No.  54,  Survey  of  Junior  Commercial  Occupations,  Federal 
Board  for  Vocational  Education,  Washington,  D.  C. 

15  Survey  No.  1,  Bank  Positions,  Vocational  Guidance  and  Employment 
Service  for  Juniors,  New  York  City. 

16  A  Guide  to  the  Study  of  Occupations,  F.  J.  Allen,  Harvard  University 
Press,  Cambridge,  Mass.      (An  extensive  bibliography  on  occupational 
studies.) 

17  Boys  and  Girls  in  Commercial  W'ork,  Bertha  M.  Stevens,  Division  of 
Education,  Russell  Sage  Foundation,  New  York  City. 

18  Descriptions  of  Occupations,  Office  Employees,  Bureau  of  Labor  Sta- 
tistics, U.  S.  Department  of  Labor,  Washington,  D.  C. 

19  Office  Training  and  Standards,  Frank  C.  McClelland,  A.  W.  Shaw  Co. 
(Contains  an  extensive  bibliography) 

20  Clerical  Practice,  Anderson,  Rose  and  Staples,  American  Book  Co. 

21  First  Lessons  in  Business,  Bexell  and  Nichols,  J.  B.  Lippincott  Co. 

22  Office  Practice,  Cahill  and  Ruggeri,  The  Macmillan  Company. 

23  Modern  Filing,  Yawman  and  Erbe  Mfg.  Co.,  Rochester,  N.  Y. 

24  Bulletin,  1919,  No.  55,  Business  Education  in  Secondary  Schools,  U.  S. 
Bureau  of  Education,  Washington,  D.  C. 


58 

25  Bulletin  No.  22,  Retail  Selling,  Federal  Board  for  Vocational  Educa- 
tion, Washington,  D.  C.       (Contains  extensive  bibliography) 

26  Department  Store  Occupations,  Iris  Prouty  O'Leary,  Division  of  Edu- 
cation, Russell  Sage  Foundation,  New  York  City. 

27  The  Human  Side  of  Retailing,  Ruth  Leigh,  D.  Appleton  &  Co. 

28  Training  for  Store  Service,  Women's  Educational  and  Industrial  Union, 
Boston,  Mass. 

29  Our  Economic  Organization,  Marshall  and  Lyon,  The  Macmillan  Co. 

30  Syllabus  for  Secondary  Schools,  Commercial  Subjects,  New  York  State 
Department  of  Education,  Albany,  N.  Y. 

31  Vocational  Education,  David  Snedden,  The  Macmillan  Co. 

32  Introduction  to  Vocational  Education,  David  Spence  Hill,  The  Mac- 
millan Co. 

33  Methods  of  Teaching  in  High  Schools,  Samuel  Chester  Parker,  Ginn 
&Co. 

34  Education,  Herbert  Spencer,  D.  Appleton  and  Company. 

35  Retail  Salesmanship,  Norris  A.  Brisco,  Ronald  Press  Co.,  New  York 
City. 

36  Exercise  in  Business  Practice,  Cowan  and  Loker,  Ginn  &  Company. 

37  Part-time  Education  Series  No.  10,  The  Work  of  Juniors  in  the  Tele- 
graph Service,  1922,    Issued  by  the  University  of  California,    Berkley, 
California. 

38  Office   Practice   and  Business  Procedure,  Florence  E.  McGill,  Gregg 
Publishing  Co.,  285  Fifth  Ave.,  New  York  City. 


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